Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training

Bibliographic Details
Main Author: Schuck, Rogério José
Publication Date: 2017
Other Authors: Martins, Silvana Neumann, Marchi, Miriam Inês, Grassi, Marlise Heemann
Format: Article
Language: por
Source: RevistaBrasileiradePós-Graduação
Download full: http://ojs.rbpg.capes.gov.br/index.php/rbpg/article/view/1245
Summary: This research aimed at investigating conceptions, cultures, epistemologies, personal and professional practices and knowledges that favor the learning of teachers in training or provide obstacles to this learning. Eight alumni of the Exact Sciences Teaching Masters’ Degree program participated in the research. Data were collected by means of semi-structured interviews that were recorded, transcribed, reviewed and corroborated by the interviewees. The survey adopts a qualitative case study approach, and information was treated according to the rules of textual discourse analysis. We observed the importance of the participatory and positive environment experienced by students during their learning process in the Masters’ Degree program, which significantly favored the improvement of the teaching practice. We point out the importance given to the group, to the exchange of experiences, and to the relationship among students and among students and professors, as well as to the interdisciplinary work.
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spelling Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in trainingEnseñanza en maestría profesional de Ciencias Exactas: concepciones y saberes de profesores en formaciónEnsino em mestrado profissional de Ciências Exatas: concepções e saberes de professores em formaçãoProfessional Masters’ Degree. Teachers' Education. Learning.Maestría Profesional. Formación Docente. Aprendizaje.Interdisciplinar; EducaçãoMestrado Profissional. Formação Docente. Aprendizagem.This research aimed at investigating conceptions, cultures, epistemologies, personal and professional practices and knowledges that favor the learning of teachers in training or provide obstacles to this learning. Eight alumni of the Exact Sciences Teaching Masters’ Degree program participated in the research. Data were collected by means of semi-structured interviews that were recorded, transcribed, reviewed and corroborated by the interviewees. The survey adopts a qualitative case study approach, and information was treated according to the rules of textual discourse analysis. We observed the importance of the participatory and positive environment experienced by students during their learning process in the Masters’ Degree program, which significantly favored the improvement of the teaching practice. We point out the importance given to the group, to the exchange of experiences, and to the relationship among students and among students and professors, as well as to the interdisciplinary work.El estudio tuvo por objetivo investigar concepciones, culturas, epistemologías’, prácticas y saberes personales y profesionales que favorecen los aprendizajes de profesores en formación o constituyen problemas a esos aprendizajes. Los sujetos participantes de la investigación fueron ocho estudiantes egresados de una maestría en Enseñanza de las Ciencias Exactas. La toma de datos fue realizada por medio de entrevistas semiestructuradas, que fueron grabadas, transcritas, revisadas e corroboradas por los entrevistados. La investigación se caracteriza como estudio de caso, con abordaje cualitativo y el tratamiento de la información, siguió las orientaciones del análisis textual discursivo. Se evidencia la importancia del ambiente participativo y positivo vivenciado por los estudiantes en su proceso de aprendizaje en la maestría, que aportó una mejora significativa en la práctica docente. Se hace especial destaque a la importancia que se da al grupo, al intercambio de experiencias, a la relación alumno-alumno, alumno-profesor y viceversa, y al trabajo interdisciplinario.A pesquisa investiga concepções, culturas, epistemologias, práticas e saberes pessoais e profissionais que favorecem as aprendizagens de professores em formação ou constituem obstáculos a essas aprendizagens. Oito alunos egressos de mestrado em Ensino de Ciências Exatas participaram da pesquisa. A coleta de dados foi realizada por meio de entrevistas semiestruturadas, que foram gravadas, transcritas, revisadas e corroboradas pelos entrevistados. A investigação se caracterizou como estudo de caso, com abordagem qualitativa, e o tratamento das informações seguiu as orientações da análise textual discursiva. Constatou-se a relevância do ambiente participativo e positivo vivenciado pelos alunos em seu processo de aprendizagem no mestrado, o qual favoreceu a melhora significativa da prática docente. Há destaque especial à importância dada ao grupo, à troca de experiências, ao relacionamento aluno-aluno, aluno-professor ou vice-versa, e ao trabalho interdisciplinar.Revista Brasileira de Pós-GraduaçãoSchuck, Rogério JoséMartins, Silvana NeumannMarchi, Miriam InêsGrassi, Marlise Heemann2017-02-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://ojs.rbpg.capes.gov.br/index.php/rbpg/article/view/124510.21713/2358-2332.2016.v13.1245RBPG; v. 13, n. 31 (2016)Revista Brasileira de Pós-Graduação; v. 13, n. 31 (2016)2358-23321806-8405reponame:RevistaBrasileiradePós-Graduaçãoinstname:CAPESinstacron:CAPESporhttp://ojs.rbpg.capes.gov.br/index.php/rbpg/article/view/1245/pdf##submission.copyrightStatement##info:eu-repo/semantics/openAccess2019-07-20T15:50:16Zmail@mail.com -
dc.title.none.fl_str_mv Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training
Enseñanza en maestría profesional de Ciencias Exactas: concepciones y saberes de profesores en formación
Ensino em mestrado profissional de Ciências Exatas: concepções e saberes de professores em formação
title Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training
spellingShingle Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training
Schuck, Rogério José
Professional Masters’ Degree. Teachers' Education. Learning.
Maestría Profesional. Formación Docente. Aprendizaje.
Interdisciplinar; Educação
Mestrado Profissional. Formação Docente. Aprendizagem.
title_short Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training
title_full Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training
title_fullStr Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training
title_full_unstemmed Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training
title_sort Teaching in the professional Exact Sciences Masters’ Degree program: conceptions and knowledge of teachers in training
author Schuck, Rogério José
author_facet Schuck, Rogério José
Martins, Silvana Neumann
Marchi, Miriam Inês
Grassi, Marlise Heemann
author_role author
author2 Martins, Silvana Neumann
Marchi, Miriam Inês
Grassi, Marlise Heemann
author2_role author
author
author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Schuck, Rogério José
Martins, Silvana Neumann
Marchi, Miriam Inês
Grassi, Marlise Heemann
dc.subject.none.fl_str_mv

dc.subject.por.fl_str_mv Professional Masters’ Degree. Teachers' Education. Learning.
Maestría Profesional. Formación Docente. Aprendizaje.
Interdisciplinar; Educação
Mestrado Profissional. Formação Docente. Aprendizagem.
topic Professional Masters’ Degree. Teachers' Education. Learning.
Maestría Profesional. Formación Docente. Aprendizaje.
Interdisciplinar; Educação
Mestrado Profissional. Formação Docente. Aprendizagem.
dc.description.none.fl_txt_mv This research aimed at investigating conceptions, cultures, epistemologies, personal and professional practices and knowledges that favor the learning of teachers in training or provide obstacles to this learning. Eight alumni of the Exact Sciences Teaching Masters’ Degree program participated in the research. Data were collected by means of semi-structured interviews that were recorded, transcribed, reviewed and corroborated by the interviewees. The survey adopts a qualitative case study approach, and information was treated according to the rules of textual discourse analysis. We observed the importance of the participatory and positive environment experienced by students during their learning process in the Masters’ Degree program, which significantly favored the improvement of the teaching practice. We point out the importance given to the group, to the exchange of experiences, and to the relationship among students and among students and professors, as well as to the interdisciplinary work.
El estudio tuvo por objetivo investigar concepciones, culturas, epistemologías’, prácticas y saberes personales y profesionales que favorecen los aprendizajes de profesores en formación o constituyen problemas a esos aprendizajes. Los sujetos participantes de la investigación fueron ocho estudiantes egresados de una maestría en Enseñanza de las Ciencias Exactas. La toma de datos fue realizada por medio de entrevistas semiestructuradas, que fueron grabadas, transcritas, revisadas e corroboradas por los entrevistados. La investigación se caracteriza como estudio de caso, con abordaje cualitativo y el tratamiento de la información, siguió las orientaciones del análisis textual discursivo. Se evidencia la importancia del ambiente participativo y positivo vivenciado por los estudiantes en su proceso de aprendizaje en la maestría, que aportó una mejora significativa en la práctica docente. Se hace especial destaque a la importancia que se da al grupo, al intercambio de experiencias, a la relación alumno-alumno, alumno-profesor y viceversa, y al trabajo interdisciplinario.
A pesquisa investiga concepções, culturas, epistemologias, práticas e saberes pessoais e profissionais que favorecem as aprendizagens de professores em formação ou constituem obstáculos a essas aprendizagens. Oito alunos egressos de mestrado em Ensino de Ciências Exatas participaram da pesquisa. A coleta de dados foi realizada por meio de entrevistas semiestruturadas, que foram gravadas, transcritas, revisadas e corroboradas pelos entrevistados. A investigação se caracterizou como estudo de caso, com abordagem qualitativa, e o tratamento das informações seguiu as orientações da análise textual discursiva. Constatou-se a relevância do ambiente participativo e positivo vivenciado pelos alunos em seu processo de aprendizagem no mestrado, o qual favoreceu a melhora significativa da prática docente. Há destaque especial à importância dada ao grupo, à troca de experiências, ao relacionamento aluno-aluno, aluno-professor ou vice-versa, e ao trabalho interdisciplinar.
description This research aimed at investigating conceptions, cultures, epistemologies, personal and professional practices and knowledges that favor the learning of teachers in training or provide obstacles to this learning. Eight alumni of the Exact Sciences Teaching Masters’ Degree program participated in the research. Data were collected by means of semi-structured interviews that were recorded, transcribed, reviewed and corroborated by the interviewees. The survey adopts a qualitative case study approach, and information was treated according to the rules of textual discourse analysis. We observed the importance of the participatory and positive environment experienced by students during their learning process in the Masters’ Degree program, which significantly favored the improvement of the teaching practice. We point out the importance given to the group, to the exchange of experiences, and to the relationship among students and among students and professors, as well as to the interdisciplinary work.
publishDate 2017
dc.date.none.fl_str_mv 2017-02-17
dc.type.none.fl_str_mv


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identifier_str_mv 10.21713/2358-2332.2016.v13.1245
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dc.publisher.none.fl_str_mv Revista Brasileira de Pós-Graduação
publisher.none.fl_str_mv Revista Brasileira de Pós-Graduação
dc.source.none.fl_str_mv RBPG; v. 13, n. 31 (2016)
Revista Brasileira de Pós-Graduação; v. 13, n. 31 (2016)
2358-2332
1806-8405
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